A Detailed Item Response Theory Analysis of Algorithms and Programming Concepts in App Inventor Projects
DOI:
https://doi.org/10.5753/rbie.2021.2097Keywords:
Algorithms and Programming, App Inventor, Item Response Theory, Sequencing, RubricAbstract
O ensino de computação na Educação Básica é frequentemente introduzido com foco em conceitos de algoritmos e programação usando ambientes de programação baseados em blocos, como o App Inventor. No entanto, aprender programação é um processo complexo e iniciantes enfrentam várias dificuldades. Assim, para serem eficazes, as unidades instrucionais precisam ser projetadas não só no que diz respeito ao conteúdo, mas também ao seu sequenciamento, levando em consideração as dificuldades relacionadas aos conceitos e às idiossincrasias dos ambientes de programação. Tal sequenciamento sistemático pode ser baseado em análises de projetos em larga escala, considerando a vontade, incentivo e oportunidade dos alunos de aplicar conceitos em um projeto como construtos psicométricos latentes usando a Teoria de Resposta ao Item para obter estimativas quantitativas de "dificuldade" para cada conceito. Portanto, este artigo apresenta os resultados de uma análise em larga escala enfocando a dificuldade demonstrada na prática de conceitos de algoritmos e programação com o App Inventor. Com base em um conjunto de dados de mais de 88.000 projetos do App Inventor avaliados automaticamente com a rubrica CodeMaster, realizamos uma análise usando a Teoria de Resposta ao Item. Os resultados demonstram que a facilidade de alguns conceitos pode ser explicada por suas características inerentes, mas também pelas características do App Inventor. Esses resultados podem ajudar professores, designers instrucionais e de currículo no sequenciamento, estrutura e design de avaliação do ensino de programação na Educação Básica.
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